ensure success for students by providing guidance and support as they progress through the curriculum

organize the classroom environment to provide time and opportunity to learn

perception: a biological construct that involves interpretation of stimuli from the brain

laissez- faire: a policy of letting people do as they please; permissive

zone of proximal development: Vygotsky’s term for the space between what a learner can do independently and what he or she can do while participating with more capable other

Rosenthal and Jacobson: (Pygmalion in the Classroom) did not predict future intellectual spurt

Kounin (1970): key to successful management lay in preventive,
rather than consequential, measures.

Richard Whitmire (Why Boys Fail): worries about boys being short­changed in K–12

classism: the differential treatment of people because of their class background and the reinforcing of those differences
through values and practices of societal institutions

analytical cognitive style: Chil­dren who live in families that are structured—members have defined roles, specific times are set aside for eating and sleeping, the family uses formal styles of group organization

relational cognitive style: Children who live in families that are less structured—roles are shared, individuals eat when hungry and sleep when tired—are more likely to exhibit

field-dependent: some children exhibit a holistic, concrete, social approach to learning

field-independent: describes an analytic and logical approach to tasks and usually implies that the person relates well to impersonal, abstract information, indepen­dent of the context

flipped classroom: innovative use of technology that combines videos with teacher interaction

2. To reduce educational costs by minimizing the need for special education and related services after infants and toddlers with disabilities reach school age.

3. To minimize the likelihood of institutionalization of individuals with disabilities.

1. To enhance the development of infants and toddlers with disabilities and to mini­mize the potential for delay.

4. To enhance the capacity of families to meet the special needs of infants and toddlers.

learned helplessness: the perception, acquired through negative experiences, that effort has no effect on outcome

feelings of domestic violence: anger, fear, terror, powerlessness, loneliness, confusion, shame, guilt, distrust

best when families get involved: better grades, graduate from High school, higher education, more positive, achievement-oriented

frequent physical complaints, such as headaches or stomachache

competitive: goal structure students working against each other to achieve goals that only a few students can attain

individualized: goal structure one student’s achievement of the goal is unrelated to other students’ achievement of that goal

cooperative: goal structure students working together to accomplish shared goals

authentic assessment: evaluation based on real performance, rather than test performance, showing mastery of a task

standardized testing: tests in which an individual is compared to a norm on scientifically selected items

accountability: making schools and teachers responsible for student learning or achievement outcomes

have at least a bachelor’s degree from an accredited institution of higher education

demonstrate subject-matter competence for each NCLB core academic subject they teach.

mathematics (including math intervention and California Exit Exam math classes)

English/language arts/reading (including reading intervention and California High School Exit Exam English classes).